Special Education: 64 years of science and heart
- Written by Yanela Ruiz González
- Published in Holguin
- Hits: 132
Photo: Kevin Manuel Noya
The Special Education system in Cuba celebrates 64 years since its creation on January 4, established in the early years of the Revolution to serve students with disabilities.
This educational subsystem is based on respect for the uniqueness of each learner and the development of their potential, turning challenges into opportunities for inclusion, empathy, and equity in a more humane society.
Among recent outcomes, more than 290 students were integrated into social and working life during the last year, 236 of them into active employment and 61 into socio-family life, according to Yudelkis Rivero Olivares, a methodology specialist for this educational level in Holguín.
Also noteworthy is their participation in the National School Athletics Games and the joint work with the Special Olympics Subprogram in Cuba, achievements that involve students, coaches, and families.
Comprehensive education is a key pillar of this system, supported by work methods from the educational improvement process that cover both the academic area and socio-productive activities.
A relevant example is the restoration of gardens and plots damaged by Hurricane Melissa, which strengthens the study–work link and fosters students’ sense of social responsibility.
The participation of administrators and teachers in provincial and national Pedagogy events is also seen as a positive aspect, as these spaces allow them to share experiences and best educational practices.
Added to this is the contribution of Cuban collaborators in countries such as the Bahamas and Equatorial Guinea, which helps project the Cuban Special Education experience internationally.
In the province, more than 3,000 students with special educational needs receive attention according to their psycho-pedagogical diagnosis in 26 institutions.
These centers serve students with intellectual and sensory disabilities, behavioral and autism spectrum disorders, generalized learning difficulties, and emotional behavior disorders.
There are also other modalities, such as hospital classrooms and itinerant teachers who provide home-based education to students with physical-motor disabilities or somatic illnesses.
The system is further supported by 15 Diagnostic and Guidance Centers, a Provincial Technical Advisory Team, and 32 support teachers across all educational levels.
For the current year, in the context of the centenary of Fidel Castro, priorities include strengthening the study–work link, promoting the learning of Cuban Sign Language, deepening the study of the Code of Children, Adolescents and Youth, and advancing projects for socio-labor inclusion, graduate empowerment, and family training.
